Research On The Teaching Strategy Of Combining Virtual And Real In Robotics Courses

In recent years,with the continuous deepening of basic education reform,China's primary and secondary school robotics education has also developed.Robotics education has rich educational value,which can cultivate students' creativity,problem-solving ability,and practical ability.Most of the current robotics education is in two forms:one is the use of physical robotics to carry out teaching activities;the other is to select the teaching activities of virtual robotics.The teaching effects of these two kinds of robotics education activities are different.Most of the past studies directly compare the similarities or differences between the two teaching effects,and rarely combine the two to carry out teaching.However,in other fields of education,the combination of virtual and physical teaching methods has been widely used and is considered to be a very effective way to avoid risks.Therefore,this study attempts to use the quasi-experimental research method on the basis of predecessors to deeply study the teaching effect of the virtual and physical robotics teaching strategies in the robotics course learning,aiming at enriching the teaching cases and experiences of the robotics course for the educators.The robotics teaching activity provides a way of thinking.The study was conducted in September 2018 at the Fengxiang Experimental School in Wuxi City,Jiangsu Province.The research object is the two classes of the first grade of the school.The experimental class is a virtual and physical robotics teaching class with 44 students.The teaching strategy is:the students will perform virtual simulation after learning the basic knowledge of the robot.The construction and programming operation of the physical robotics;the control class is a physical robotics teaching class with 42 students.The teaching strategy is:the student directly completes the construction and programming of the physical robotics after learning the basic knowledge of the robot.The equipment used in the teaching experiment was the IRobotQ3D.The experiment lasted for 4 months.Through statistical and analytical experimental data,the experimental and control classes were compared in robotics learning attitude,programming ability,engineering design ability,immersion and cognitive load.This paper is divided into four parts.The first chapter expounds the research background,research value and significance,research content,research methods and problems of this research,defines related concepts,and introduces the research status related to this topic.The second chapter is designed to teach robot teaching.The main robotics teaching platforms at home and abroad were compared and analyzed,the robot equipment needed for this experiment was screened,and the reason why IRobotQ3D was selected as the experimental teaching equipment was introduced.At the same time,the robotics teaching required for this experiment was designed.The case analyzes the basic information of the experimental object,expounds the specific arrangement of the experimental content and the problems encountered during the experiment.The third chapter introduces the source of the required scale in the experiment process,and carries out statistics and analysis on the robotics learning attitude,programming ability,engineering design ability,immersion and cognitive load.Experimental results.The fourth chapter summarizes and discusses the research,expounds the shortcomings and prospects of the research,and puts forward some suggestions for the development of robotics teaching activities in primary and middle schools.Through statistical analysis of experimental data and reflection of the experimental process,the study draws the following conclusions:(1)Through the two-stage robotics course learning,comparing the virtual and real physical teaching and the physical robotics teaching,the students' learning attitudes and procedures after learning the robotics.There are no significant differences in students' learning attitudes,programming,engineering design and immersion.(2)Compared with the teaching of physical robotics,the robotics teaching strategy combining virtual and physical has a better effect in cultivating students' self-confidence in learning robotics courses.(3)Compared with the teaching of physical robotics,the robotics teaching strategy combining virtual and physical is better in reducing the learning cognitive load of students.Therefore,on the whole,the combination of virtual and physical robotics teaching strategies has certain application value in robotics teaching activities.It is more suitable for the teaching of robotics complex program knowledge.